CENTRO ESCOLAR UNIVERSITY

Manila * Makati * Malolos

SYLLABUS ONTHE FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

Course No. PCED105 Course Descriptive Title : Foundations of Special and Inclusive Education
No. of Units: 3 Units No of Hours : 54 hours
Pre-requisites:None

Course Description:Philosophies, theories and legal bases of special needs education, typical and atypical development of children, learning characteristics of
students with special educational needs (gifted and talented, learners with difficulty seeing, hearing, communicating, walking/moving, remembering/focusing and
self-care) and strategies in teaching and managing these learners in the regular inclusive class

CILO Course Intended Learning Outcomes :

1 Discuss the philosophical and theoretical foundations of special and inclusive education
2 Design a personal educational framework based on philosophical and theoretical foundations
3 Analyze the international and national laws, orders and memos
4 Advocate for the international and local legal bases of inclusive education
5 Enumerate and rationalize typical and atypical development and learning characteristics
6 Connect the nature and learning characteristics of children with disability and its implication in life long learning
7 Appreciate the role and progression of the Philippine Educational System from Special Education towards Inclusive Education
8 Recommend a list of inclusive practices (general instructions and classroom management strategies) inside and outside the classroom
CEU VISION – MISSION STATEMENT CENTRO ESCOLAR EXPECTED EDUCATION PROGRAM OBJECTIVES
GRADUATE ATTRIBUTES (CEEGA)
UNIVERSITY PHILOSOPHY LIFELONG LEARNER The education graduates are expected to
Ciencia y Virtud (Science and Virtue)  Learns and works independently as well as collaboratively. become:
 Translates knowledge generated from research and other sources to
UNIVERSITY VISION improve quality of life. E – Excellent teachers with high regard for
To be the University of First choice  Creates new ideas to better understand society Science and Virtue (PPST Domain 1)
 Evaluates own thinking, behavior and spirituality for self-growth D – Dynamic designers of appropriate
UNIVERSITYMISSION REFLECTIVE AND CREATIVE THINKER learning environments (PPST Domain 2)
To promote a brighter future for our  Thinks critically and creatively. U – Understanding educator of diverse
students, for the Philippines and for the  Open-minded. learners (PPST Domain 3)
world.  Solves problems systematically. C – Creative and critical implementers of
 Loves art and shows artistic sensibility. relevant and responsive curriculum
PCED105Foundations of Special and Inclusive Education
 CARING AND TRUSTWORTHY CITIZEN (PPST Domain 4)
 Values people and acts in unity with others. A – Adept in various types of assessment
CEU CORE VALUES  Commits to social justice and principles of sustainability and respect (PPST Domain)
V - Valuing others, caring for them and for diversity. R – Responsible partners of different
empowering them  Practices good stewardship and accountability. stakeholders in the community
A - Accountability, integrity and trust  Manifests social responsibility by helping improve conditions of those (PPST Domain 6)
worthiness who have less in life or circumstance. E – Enthusiastic and engaged lifelong-
L - Lifelong learning as individuals and as PROFICIENT COMMUNICATOR Learners (PPST Domain 7)
an organization  Articulates ideas clearly for varied purposes and audiences of
U - Unity, teamwork and loyalty diverse culture.
E - Excellence in all endeavors  Listens attentively, engages in meaningful exchange and shares
knowledge, values, attitudes and intentions.
S - Social responsibility as citizens of the
 Utilizes effectively appropriate media and information technologies.
Filipino nation and of the world
COMPETENT AND PRODUCTIVE PROFESSIONAL
 Initiates, innovates better ways of doing things and accountability.
 Promotes quality and productivity.
Curriculum Mapping: ALIGNMENT OF PROGRAM OUTCOMES AND COURSE INTENDED LEARNING OUTCOMES
CILO CILO CILO CILO CILO CILO CILO CILO
PROGRAM OUTCOMES 1 2 3 4 5 6 7 8
Apply the rootedness of education in philosophical , socio, cultural , historical, psychological
1  
and political contexts(PPST 1)
2 Demonstrate mastery of subject matter/ discipline ( PPST 1)   
Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate
3  
to specific learners and their environments (PPST 3)
Develop innovative curricula, instructional plans, teaching approaches and resources for
4   
diverse learners(PPST 4)
Apply skills in the development and utilization of ICT to promote quality , relevant and
5   
sustainable educational practices (PPST 4)
Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting
6  
learning processes and outcomes(PPST 5)
Practice professional and ethical teaching standards sensitive to local, national and global
7    
realities(PPST 7)
Pursue lifelong learning for personal and professional growth through varied experiential and
8  
field based opportunities(PPST 7)

PCED105Foundations of Special and Inclusive Education

 Intended Learning Outcomes Content Teaching Learning TimeAllotment Assessment
Activities
 Describe Loden’s Diversity Wheel  General knowledge of  Lecture  8/6, 8 (3h)  Short Quiz
 Differentiate: Inclusion, Integration, Segregation, inclusion, diversity  Discussion
Exclusion and the society
 Discuss the UNESCO diagram: Education
through the inclusion lens

 Explain the “Ability (and Disability) as a  Video presentation  Writing of reflection on the
Dimension of Diversity“ video presentation and
 Analyze applications and implications of Equity, life experiences
diversity and inclusion and the inclusive society connected to diversity
(Scoring rubric attached)
 Associate the Moral, Tragedy, Medical and  Philosophical  Lecture  8/13, 15, 20,  Written test
Social Model with historical events Foundations  Discussion 22 (6h)

 Explain the connections of the “ICF 2001  ICF 2001 interaction  Present a social narrative  Create a Social Narratives
interaction of concepts” diagram of concepts from collected meme’s as Sociologist: Present
from social media current events or stories
accounts from social media
depicting the philosophical
foundations (Scoring rubric
attached)
 Explain the learning domains  Theoretical  Create a diagram  8/27, 29  Graphic organizer: Create
 Categorize the learning theories Foundations connecting learning  9/3, 5 (6h) a diagram that relates your
domains and theories personal learning style to
 Discover the Index for Inclusion  Enlist your learning styles selected theoretical
 Correlate ECCE Teacher Competency  Group Work Analysis: framework (Scoring rubric
Framework for Southeast Asia and Philippine Create a theoretical attached)
Professional Standards for Teachers foundation based on
ECCE/PPST

PCED105Foundations of Special and Inclusive Education

 Intended Learning Outcomes Content Teaching Learning TimeAllotment Assessment
Activities

PRELIMS Project:
9/10,12 (3h) Present an Educational Statement that reflects your personal teaching style with the philosophical and
theoretical foundations

 Examine the International and Local government  International and  Lecture  9/17, 19, 24,  Writtenquiz
agencies Local Government 26(6h)
 Assess the roles and relationships of the shared Agencies  Discussion  Written justification on
responsibilities of the countries to the global your choice of international
community and local agencies that
 Recognize the UN/UNESCO and NCDA vision  Explain importance of the you would work for
on Inclusive Education vision on inclusive (Scoring rubric attached)
education
 Enumerate the various laws from Government  Legal bases  Discussion  10/1, 3,  Short quiz
agencies to International Organizations that  Analysis and Synthesis: 8(4.5h)  Design Advocacy Pinswith
protect and ensure the rights, and privileges of Find the keywords and impact statements
Persons With Disabilities significance of the laws (Scoring rubric attached)
that you would want to
advocate for

 Appreciate neurodiversity and its impacts on life  Typical and Atypical  Critiquing Activity:  10/10, 15,  Written reflections on the
span development development  How important are the 17(4.5h) class critiquing.
differences in
development?
 Differentiate the disability categories (typical and  What are the connections  Create a table
atypical conditions) from DepEd, CHED and and implications of synthesizing the different
NCDA neurodiversity on lifespan disability categories
 Articulate the impactof checklists and screening development, school (Scoring rubric attached)
tools: ECCD checklist, MFAT, WHODAS 2.0 readiness and
standardized screening
tools?

PCED105Foundations of Special and Inclusive Education

 Intended Learning Outcomes Content Teaching Learning TimeAllotment Assessment
Activities

MIDTERMS Project:
10/22, 24(3h) Advocate for a cause: Create an art card to support a pending bill in congress. Based on list of proposed bills
in congress.

 Identify strategies and analyze how a student  Learning  Inferencing Activity:  10/29, 31  Using the same table that
learns depending on his/her disability group Characteristics  Enumerate  11/5, 7, 12, synthesized the different
 Identify the preferred teaching strategies per thepredominant learning 14 (9h) disability categories, align
disability group characteristics and the learning characteristics
 Recommend best teaching strategies for better strategies per disability and teachings styles to
classroom management according to conditions group create a matrix.
and learning characteristics  Create a table that  Reflection on which
matches the teaching skillsare you
recommended learning comfortable handling
characteristics and and/or excited to learn and
teaching style be an expert of?

 Revisit the timeline of historical and legal  Continuum of Special  Lecture  11/19,21,26,2  Short test
background and Inclusive  Discussion 8
 Identify values and demonstrate openness to Education: Practices  Enumerate myths or  12/3,5(9h)  Brochure Form:
issues regarding gender, culture, and disability – and Progression unfair beliefs Recommend values in
sensitivity (PWD, LGBT, Madrasah, IG, etc)  Recommend the values support for respect for
 Understand the Process of Inclusion that should be practiced human dignity and
 Elaborate on the various groups enlisted as in an inclusive uniqueness
marginalized by UNESCO community throughadvocacy
 Discuss the current practices and forecast the statements (Scoring rubric
progress of the Philippine Educational System to attached)
realizing its commitment to quality, equitable
and lifelong inclusive education
 Describe characteristics of inclusive schools and  Components of  Deliberate on the list of
communities Special Needs the relevant components
 Identifies the components of special needs Education of Special needs
education and explains processes education

PCED105Foundations of Special and Inclusive Education

 Intended Learning Outcomes Content Teaching Learning TimeAllotment Assessment
Activities
involvedwithin and across these components

FINALS Project:
12/10,12 (3h) Propose projects for the university to advocate for a more inclusive caring CEU community

Course Requirements:  Reflection Papers  Written tests  Matrix

 Social Narratives  Advocacy pins  Brochure
 Theoretical framework  Table of summary  Project Proposal
 Educational Statement  Art cards
Grading Scheme: 2/3 Class Participation and 1/3 Periodic Exam
References:

Books:
Booth,T. and Ainscow, M. 2013 Index for Inclusion: Developing learning and participation in schools

Online:
http://www.loden.com/Web_Stuff/Articles_-_Videos_-_Survey/Entries/2010/9/3_Global_Diversity_Puts_New_Spin_on_Lodens_Diversity_Wheel.html
https://study.com/academy/lesson/ability-and-disability-diversity-in-the-workplace-definition-trends-examples.html#/lesson
https://unesdoc.unesco.org/ark:/48223/pf0000177849/PDF/177849eng.pdf.multi
https://unesdoc.unesco.org/ark:/48223/pf0000123330/PDF/123330eng.pdf.multi
http://119.82.251.165:8080/xmlui/bitstream/handle/123456789/239/Inclusive%20Education%20Initiatives%20for%20Children%20with%20Disabilities.pdf?sequ
ence=1
file:///C:/Users/User/Downloads/Concluding%20Observations%20_%20CRPD%20-Updated.pdf
https://www.right-to-education.org/sites/right-to-education.org/files/resource-
PCED105Foundations of Special and Inclusive Education
 attachments/RTE%3AUNESCO_Right%20to%20education%20handbook_2019_En.pdf
https://www.right-to-education.org/sites/right-to-education.org/files/resource-attachments/CRPD_General_Comment_4_Inclusive_Education_2016_En.pdf
https://unesdoc.unesco.org/in/documentViewer.xhtml?id=p::usmarcdef_0000248254&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_im
port_afbde284-1960-4fd8-85ee-
c87ccbe53ac5%3F_%3D248254eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000248254/PDF/248254eng.pdf#305_17%20Ensuring%20Inclusion_i
nt_21_28_en.indd%3A.162123%3A625
https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-77-s.-2017.pdf
https://www.youtube.com/watch?v=C-uyB5I6WnQ

Prepared by: Date: Approved by: Date:

(Sgd.) Romina Galvez Bautista, LPT, MAPS July 15, 2019 (Sgd.) Maria Rita D. Lucas, LPT, Ph.D. July 12, 2019
SELAMS faculty Dean, SELAMS

PCED105Foundations of Special and Inclusive Education